After learning about how plants survive in their environments, create an imaginative story as if you are an animal meeting a flower for the first time. Write a story that defines the different parts of a plant including roots, stems, leaves, and flowers. Explain what environment is needed for the plant to survive. Include the process of how seed plants grow, and how certain soil is important for a plant to grow.
Be sure to:
Complete your bubble map- meet with me for guidance
Use descriptive words that describe your thoughts and feelings
Include words such as: first, second, then, and last
Make sure your story has an ending
Standards:
3.L.2. Understand how plants survive in their environments.
3.L.2.1 Remember the functions of the following plant structures as it relates to the survival of plants in their environments:
Roots- absorb nutrients
Stems- provide support
Leaves- synthesize food
Flowers- attract pollinators and produce seeds for reproduction
3.L.2.2 Explain how environmental conditions determine how well plants survive and grow.
3.L.2.3 Summarize the distinct stages of the life cycle of seed plants.
3.L.2.4 Explain how the basic properties (texture and capacity hold water) and components (sand, clay, and humus) of soil determine the ability of soil to support the growth and survival of many plants.
W. CCR.3 Write a narrative to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequence.
a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the responses of characters to situations.
c. Use temporal words and phrases to signal event order.
d. Provide a sense of closure.
W.CCR.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
Reflection:
I really enjoyed using the voice thread feature. It was not a difficult thing to create, nor did it take a lot of time. Voice thread would be very fun to incorporate into a classroom setting whether it be elementary- high school grade levels. The use of this type of technology can be useful for students with a reading disability or if a student is identified as having a visual disability under the category of Other Health Impairments. The student can listen to a book or a product being read to them instead of the student independently reading the book and not comprehending because of their disability. I vote yes for using voice threads in classrooms!
Lexi's Trip in The Park
By: Courtney Honeycutt
EDUC 355Prompt (Third Grade Science)
After learning about how plants survive in their environments, create an imaginative story as if you are an animal meeting a flower for the first time. Write a story that defines the different parts of a plant including roots, stems, leaves, and flowers. Explain what environment is needed for the plant to survive. Include the process of how seed plants grow, and how certain soil is important for a plant to grow.Be sure to:
Complete your bubble map- meet with me for guidanceUse descriptive words that describe your thoughts and feelings
Include words such as: first, second, then, and last
Make sure your story has an ending
Standards:
3.L.2. Understand how plants survive in their environments.3.L.2.1 Remember the functions of the following plant structures as it relates to the survival of plants in their environments:
- Roots- absorb nutrients
- Stems- provide support
- Leaves- synthesize food
- Flowers- attract pollinators and produce seeds for reproduction
3.L.2.2 Explain how environmental conditions determine how well plants survive and grow.3.L.2.3 Summarize the distinct stages of the life cycle of seed plants.
3.L.2.4 Explain how the basic properties (texture and capacity hold water) and components (sand, clay, and humus) of soil determine the ability of soil to support the growth and survival of many plants.
W. CCR.3 Write a narrative to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequence.
a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the responses of characters to situations.
c. Use temporal words and phrases to signal event order.
d. Provide a sense of closure.
W.CCR.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
Reflection:I really enjoyed using the voice thread feature. It was not a difficult thing to create, nor did it take a lot of time. Voice thread would be very fun to incorporate into a classroom setting whether it be elementary- high school grade levels. The use of this type of technology can be useful for students with a reading disability or if a student is identified as having a visual disability under the category of Other Health Impairments. The student can listen to a book or a product being read to them instead of the student independently reading the book and not comprehending because of their disability. I vote yes for using voice threads in classrooms!